Akademik Veri Yönetim Sistemi
Clinical Simulation in Nursing, cilt.116, 2026 (SCI-Expanded, SSCI, Scopus)
Background: Stoma care requires technical skills, communication, privacy management, and clinical decision-making. Although simulation-based and interactive approaches support learning in nursing education, mixed-methods evidence on hybrid simulation-based educational interventions in stoma care remains limited. This study examined whether a hybrid simulation-based educational intervention integrating drama-based scenario writing and role-play was associated with improved stoma care knowledge and how students described this learning experience. Methods: In this mixed-methods quasi-experimental study, the intervention group received an eight-week hybrid simulation-based stoma care program, whereas the control group received no additional stoma-focused educational intervention during the study period. Quantitative data were collected using a stoma care knowledge test, and qualitative data were obtained through postintervention focus groups. Results: The intervention group showed a significant increase in stoma care knowledge compared with the control group (p < .001). Qualitative analysis generated five themes: quality of learning and pedagogical outcomes, emotional and participatory dimension of the learning experience, perceived superiority and transferability of the method, professional approach and team dynamics in clinical care, and structural dynamics and limitations of the implementation process. Conclusion: A hybrid simulation-based educational intervention was associated with improved stoma care knowledge and engaging, supportive learning experiences.